@inproceedings{JacqminOezdemirFellKurbanetal.2021, author = {Jacqmin, Julien and {\"O}zdemir, Paker Doğu and Fell Kurban, Caroline and Tun{\c{c}} Pekkan, Zelha and Koskinen, Johanna and Suonp{\"a}{\"a}, Maija and Seng, Cheyvuth and Carlon, May Kristine Jonson and Gayed, John Maurice and Cross, Jeffrey S. and Langseth, Inger and Jacobsen, Dan Yngve and Haugsbakken, Halvdan and Bethge, Joseph and Serth, Sebastian and Staubitz, Thomas and Wuttke, Tobias and Nordemann, Oliver and Das, Partha-Pratim and Meinel, Christoph and Ponce, Eva and Srinath, Sindhu and Allegue, Laura and Perach, Shai and Alexandron, Giora and Corti, Paola and Baudo, Valeria and Turr{\´o}, Carlos and Moura Santos, Ana and Nilsson, Charlotta and Maldonado-Mahauad, Jorge and Valdiviezo, Javier and Carvallo, Juan Pablo and Samaniego-Erazo, Nicolay and Poce, Antonella and Re, Maria Rosaria and Valente, Mara and Karp Gershon, Sa'ar and Ruip{\´e}rez-Valiente, Jos{\´e} A. and Despujol, Ignacio and Busquets, Jaime and Kerr, John and Lorenz, Anja and Sch{\"o}n, Sandra and Ebner, Martin and Wittke, Andreas and Beirne, Elaine and Nic Giolla Mhich{\´i}l, Mair{\´e}ad and Brown, Mark and Mac Lochlainn, Conch{\´u}r and Topali, Paraskevi and Chounta, Irene-Angelica and Ortega-Arranz, Alejandro and Villagr{\´a}-Sobrino, Sara L. and Mart{\´i}nez-Mon{\´e}s, Alejandra and Blackwell, Virginia Katherine and Wiltrout, Mary Ellen and Rami Gaddem, Mohamed and Hern{\´a}ndez Reyes, C{\´e}sar Augusto and Nagahama, Toru and Buchem, Ilona and Okatan, Ebru and Khalil, Mohammad and Casiraghi, Daniela and Sancassani, Susanna and Brambilla, Federica and Mihaescu, Vlad and Andone, Diana and Vasiu, Radu and Şahin, Muhittin and Egloffstein, Marc and Bothe, Max and Rohloff, Tobias and Schenk, Nathanael and Schwerer, Florian and Ifenthaler, Dirk and Hense, Julia and Bernd, Mike}, title = {EMOOCs 2021}, editor = {Meinel, Christoph and Staubitz, Thomas and Schweiger, Stefanie and Friedl, Christian and Kiers, Janine and Ebner, Martin and Lorenz, Anja and Ubachs, George and Mongenet, Catherine and Ruip{\´e}rez-Valiente, Jos{\´e} A. and Cortes Mendez, Manoel}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-512-5}, doi = {10.25932/publishup-51030}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-510300}, pages = {vii, 295}, year = {2021}, abstract = {From June 22 to June 24, 2021, Hasso Plattner Institute, Potsdam, hosted the seventh European MOOC Stakeholder Summit (EMOOCs 2021) together with the eighth ACM Learning@Scale Conference. Due to the COVID-19 situation, the conference was held fully online. The boost in digital education worldwide as a result of the pandemic was also one of the main topics of this year's EMOOCs. All institutions of learning have been forced to transform and redesign their educational methods, moving from traditional models to hybrid or completely online models at scale. The learnings, derived from practical experience and research, have been explored in EMOOCs 2021 in six tracks and additional workshops, covering various aspects of this field. In this publication, we present papers from the conference's Experience Track, the Policy Track, the Business Track, the International Track, and the Workshops.}, language = {en} } @article{BlackwellWiltrout2021, author = {Blackwell, Virginia Katherine and Wiltrout, Mary Ellen}, title = {Learning During COVID-19}, series = {EMOOCs 2021}, volume = {2021}, journal = {EMOOCs 2021}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-512-5}, doi = {10.25932/publishup-51725}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-517251}, pages = {219 -- 236}, year = {2021}, abstract = {During the COVID-19 pandemic, learning in higher education and beyond shifted en masse to online formats, with the short- and long-term consequences for Massive Open Online Course (MOOC) platforms, learners, and creators still under evaluation. In this paper, we sought to determine whether the COVID-19 pandemic and this shift to online learning led to increased learner engagement and attainment in a single introductory biology MOOC through evaluating enrollment, proportional and individual engagement, and verification and performance data. As this MOOC regularly operates each year, we compared these data collected from two course runs during the pandemic to three pre-pandemic runs. During the first pandemic run, the number and rate of learners enrolling in the course doubled when compared to prior runs, while the second pandemic run indicated a gradual return to pre-pandemic enrollment. Due to higher enrollment, more learners viewed videos, attempted problems, and posted to the discussion forums during the pandemic. Participants engaged with forums in higher proportions in both pandemic runs, but the proportion of participants who viewed videos decreased in the second pandemic run relative to the prior runs. A higher percentage of learners chose to pursue a certificate via the verified track in each pandemic run, though a smaller proportion earned certification in the second pandemic run. During the pandemic, more enrolled learners did not necessarily correlate to greater engagement by all metrics. While verified-track learner performance varied widely during each run, the effects of the pandemic were not uniform for learners, much like in other aspects of life. As such, individual engagement trends in the first pandemic run largely resemble pre-pandemic metrics but with more learners overall, while engagement trends in the second pandemic run are less like pre-pandemic metrics, hinting at learner "fatigue". This study serves to highlight the life-long learning opportunity that MOOCs offer is even more critical when traditional education modes are disrupted and more people are at home or unemployed. This work indicates that this boom in MOOC participation may not remain at a high level for the longer term in any one course, but overall, the number of MOOCs, programs, and learners continues to grow.}, language = {en} }